scholarly journals Linking Past and Present: John Dewey and Assessment for Learning

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Sharen Kucey ◽  
Jim Parsons
Keyword(s):  
School Improvement ◽  
John Dewey ◽  
Educational Philosophy ◽  
Assessment For Learning ◽  
The Core

Abstract: The purpose of this paper is to explore the principles of Assessment for Learning (AFL) in light of John Dewey’s writing about the purpose and possibility of education. In this paper, we compare Dewey’s ideas to the goals of assessment for learning (AFL) – a practice emerging globally and, more locally, moved forward by the Alberta Initiative for School Improvement (AISI) program. We believe the principles behind Dewey’s educational philosophy are congruent with fundamental principles of AFL. In this paper, we attempt to explicate key intersections between Dewey’s teachings and AFL. We review AFL strategies and the foundational philosophy of AFL in an attempt to reveal its connection points to Dewey’s educational philosophy. Specifically, we will outline seven AFL strategies and compare these to insights put forth in Dewey’s work. Although there is far from adequate space to consider all the matches of Dewey’s philosophy and the core principles of Assessment for Learning, we hope our quest for initial commonality might provide curriculum insight for those now working these new pedagogical activities.

The Philosophic Origins of Deliberative Ideals

2018 ◽  
pp. 54-69
Author(s):  
Simone Chambers
Keyword(s):  
Immanuel Kant ◽  
Deliberative Democracy ◽  
John Rawls ◽  
John Dewey ◽  
Democratic Theory ◽  
John Stuart Mill ◽  
American Pragmatism ◽  
The Core ◽  
Intellectual Heritage ◽  
The Way

Deliberative democracy is a relatively recent development in democratic theory. But the theorists and practitioners of deliberative democracy often reach far back for philosophical and theoretic resources to develop the core ideas. This chapter traces some of those sources and ideas. As deliberative democracy is itself a somewhat contested theory, the chapter does not present a linear story of intellectual heritage. Instead it draws on a variety of sometimes disparate sources to identify different ideals that become stressed in different versions of deliberation and deliberative democracy. The philosophic sources canvased include Aristotle, Jean-Jacques Rousseau, Immanuel Kant, John Stuart Mill, John Dewey and American Pragmatism, John Rawls, and Jürgen Habermas. The chapter pays special attention to the way different philosophical sources speak to the balance between the epistemic and normative claims of deliberative democracy.

The Confrontation Between Experimentalism and Existentialism: From Dewey Through Heidegger and Beyond

1969 ◽  
Vol 39 (1) ◽  
pp. 124-154 ◽  
Author(s):  
Leroy Troutner
Keyword(s):  
Martin Heidegger ◽  
Personal Identity ◽  
John Dewey ◽  
Educational Philosophy ◽  
Critical Issue

Educational philosophy has long been dominated by the experimentalist position of John Dewey. In this paper the author finds that Dewey's primarily epistemo–logical concern fails to provide a suitable basis for exploring the critical issue of personal identity. In contrast, the author presents an exposition of the existentialist views of Martin Heidegger, finding in Heidegger's ontological concern a direct confrontation of the meaning of man's Being. The conclusion is a synthesis of the two positions: Dewey and Heidegger complement each other, but the balance has too long been on Dewey's side.

scholarly journals O ENSINO DE HISTÓRIA E ESTUDOS SOCIAIS EM JOHN DEWEY E DELGADO DE CARVALHO * THE TEACHING OF HISTORY AND SOCIAL STUDIES ON JOHN DEWEY AND DELGADO DE CARVALHO

2015 ◽  
Vol 4 (2) ◽  
pp. 212
Author(s):  
Thiago Nascimento
Keyword(s):  
Social Studies ◽  
John Dewey ◽  
Educational Philosophy ◽  
Military Government ◽  
History Teachers ◽  
New School ◽  
Education Politics ◽  
The Social ◽  
The Military ◽  
School Movement

<p style="margin: 0cm 0cm 0pt; text-align: justify;"> </p><p><strong>Resumo: </strong>A memória de muitos professores de História e historiador es, sobretudo a dos que atuaram na luta contra os Estudos Sociais e as licenciaturas curtas no decorrer dos anos de 1970 e 1980, tende a associar fortemente os Estudos Sociais à política educacional adotada após a ascensão dos militares ao poder. No entanto, as primeiras discussões em torno do tema se remetem, no Brasil, aos anos de 1920 no contexto da introdução do movimento da Escola Nova no país. Nos anos antecedentes ao golpe civil-militar de 1964, constituiu-se no Brasil uma concepção de Estudos Sociais que teria longa vida, muitas leituras e releituras, cujo principal expoente foi Carlos Delgado de Carvalho. Nesse artigo, analisamos a influência da filosofia educacional de John Dewey para o ensino de Estudos Sociais e a obra de Delgado de Carvalho.</p><p><strong>Palavras-chave: </strong>Ensino de História; Estudos Sociais; Escola Nova; Delgado de Carvalho.</p><p style="margin: 0cm 0cm 0pt; text-align: justify;"> </p><p><strong>Abstract: </strong>The memory of many history teachers and historians, especially those who served in the fight against the Social Studies and the graduate short over the years 1970 and 1980, tends to strongly associate the social studies with the education politics adopt after the rise of the military government. However, the early discussions about the topic are refers, in Brazil, to the year 1920 in connection with the introduction of the New School movement in the country. In the years before the 1964 military government in Brazil constructed of a conception social studies that would have long life and lots of reading and rereading, whose principal exponent was Carlos Delgado de Carvalho. In this article we analyze the influence of the educational philosophy of John Dewey for teaching social studies and the work of Delgado de Carvalho.</p><p style="margin: 0cm 0cm 0pt; text-align: justify;"> </p><p><strong>Keywords: </strong>Teaching of History; Social studies; New School; Delgado de Carvalho.</p><p style="margin: 0cm 0cm 0pt; text-align: justify;"> </p>

Riferimenti teoretici per l'interpretazione dei modelli di insegnamento della pedagogia

2020 ◽  
pp. 276-291
Author(s):  
Rossana Adele Rossi
Keyword(s):  
Learning Outcomes ◽  
John Dewey ◽  
Core Curriculum ◽  
Education And Training ◽  
Degree Programs ◽  
The Core ◽  
Content Model ◽  
Core Content ◽  
Training Professionals ◽  
And Training

The analyzes carried out on the teaching of pedagogy in the L19 degree programs show how the different core contents are declined according to modalities that vary according to the locations and references and belonging to the different schools of thought. The advanced interpretative hypothesis is that some differences are attributable to an idea of formation that can be traced back to the thought of authors such as Giovanni Gentile, John Dewey, and Martha C. Nussbaum. The goal is to show how theories and models in use in the different contexts involved, despite the different theoretical references, can contribute to the construction of a core curriculum suitable for those preparing to work as education and training professionals as long as measure the educational objectives and learning outcomes defined by the core content model defined in the framework of the TecoD Pedagogy project

Linking Past and Present: John Dewey and assessment for learning

FORUM ◽  
2017 ◽  
Vol 59 (2) ◽  
pp. 169 ◽  
Author(s):  
SHAREN KUCEY ◽  
JIM PARSONS
Keyword(s):  
John Dewey ◽  
Assessment For Learning
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